Handbook of Normative Data for Neuropsychological Assessment

1053 Pages·2005·24.504 MB·English

by  Maura Mitrushina, Kyle B. Boone, Jill Razani, Louis F. D'Elia

When Handbook of Normative Data for
Neuropsychological Assessment was originally
published in 1999. it was the first book to pro
vide neuropsychologists with summaries and
critiques of normative data for neuropsycho
logical tests. The second edition, which has
been revised and updated throughout, 1.1resents
data for ~6 commonly used neuropsychological
tests, including: Trailmaking. Color Trails,
Stroop Color Word Interference, Auditory
Consonant Trigrams. Paced Auditory Serial
Addition, Ruff ~ & 7. Digit Vigilance. Boston
Naming, Verbal Fluency. Rey-Osterrieth
Complex Figure, Hooper Visual Organization.
Visual Form Discrimination, Judgment of Line
Orientation. Ruff Figural Fluency. Design
Fluency. Tactual Performance, Wechsler
Memory Scale-Revised, Rey Auditory-Verbal
Learning. Hopkins Verbal Learning.
WHO/UClA Auditory Verbal Learning, Benton
Visual Retention, Finger Tapping, Grip
Strength (Dynamometer). Grooved Pegboard.
Category. and Wisconsin Card Sorting tests. In
addition. California Verbal Learning (CVLT and
CVLT-II). CERAD ListLearning, and Selective
Reminding Tests, as well as the newest versions
of the Wechsler Memory Scale (WMS-Ill and
WMS-IIIA). are reviewed.
Locator tables guide the reader to the sets of
normative data that are best suited to each indi
vidual case. depending on the demographic
characteristics of the patient. and highlight the
advantages associated with using data for com
parative purposes. Those using the book have
the option of reading the authors' critical
review of the normative data for a particular
test, or simply turning to the appropriate data
locator table for a quick reference to the rele
vant data tables in the Appendices.
The second edition includes reviews of 15
new tests. The way the data are presented has
been changed to make the book easier to use.
Meta-analysis tables of predicted values for
different ages (and education. where relevant)
are included for nine tests that have a sufficient
number of homogeneous datasets.
No other reference offers such an effective
framework for the critical evaluation of norma
tive data for neuropsychological tests. Like the
first. the second edition will be welcomed by
practitioners, researchers. teachers, and grad
uate students as a unique and valuable contri
bution to the practice of neuropsychology.
Maura Mitrushina, Ph.D., is Professor of
Psychology at California State University.
Northridge, and Associate Clinical Professor of
Psychiatry at UClA School of Medicine. She is
an ABPP/ABCN diplomate and maintains a
clinical and forensic practice in Encino,
California. Her research interests include cog
nitive correlates of normal aging and differen
tial diagnosis of dementia, as well as factors
influencing rates of recovery after traumatic
brain injury.
Kyle B. Boone, Ph.D., is Professor-in
Residence of Psychiatry at UClA School of
Medicine, and Director of Neuropsychological
Services and Training at Harbor-UClA Medical
Center. She is an ABPP/ABCN diplomate and
maintains a clinical and forensic practice in
Torrance, California. She has conducted re
search on the development and validation of
techniques to identify noncredible cognitive
performance, and on the effects of demograph
ic factors and medical and psychological ill
nesses on neuropsychological test performance.
Jill Razani, Ph.D., is an Assistant Professor of
Psychology at California State University,
Northridge, and a licensed clinical psychologist
in the state of California. In the past, she has
conducted research on cognitive aspects of
aging and neurodegenerative disorders.
Presently, she has an active program of
research examining issues related to multicul
tural and cross-cultural neuropsychology, as
well as the relationship between cognitive
functioning and activities of daily living in
patients with dementia.
Louis F. D'Elia, Ph.D., is Assistant Clinical
Professor of Psychiatry, and former Co
Director of the Neuropsychology Assessment
Laboratory at the University of California, Los
Angeles, School of Medicine. He remains
active in the training, supervision, and men
taring of UClA Postdoctoral Neuropsychology
Fellows in his work with them in his private
practice in Pasadena, California.
jACKET DESIGN: E\'E SIEGEL
OXFORD
UNIVERSITY PRESS
www.oup.com
PRAISE FOR THE FIR T EDITIO
''Should neuropsychologists purchase this volume? The answer is an unqualified yes. The book is a very
valuable asset to any neurop~ ·chology collection. This reviewer wholeheartedly recommends it for pur
chase; the tables alone justify the pnce ....T he authors are due a great deal of credit for gathering
together material that most of us would understand as a multi-year project. In examining this book in
even a cur orv way. the prospective buver will see that the effort needed to bring it to fruition is humbling ..
-Kenneth M Adams. PhD. in]oumalofClinical and Experimental Neurops_rcholog.r
"Overall, Mitrushina et al. have made a substantial contribution with their text. and it nicely complements
other thorough overviews of neuropsychology authored by Lezak or Spreen and Strauss. It is concise. time
ly, comprehensive, and cogent, and it holds great utility for the practice of clinical neuropsychology ....L et
us hope they continue this good work as additional data emerge ...
-Michael R. Basso, PhD, in Neuropsychiatry, Neuropsychology. and Behavioral Neurology
" ...a valuable and well-written addition to the literature that should find its way onto the reference
shelves of practicing neuropsychologists. The book will be a useful educational tool. ...T here IS a lot to
be gained from consulting this book. In readability, utility, and practicality. it goes way beyond the
norms."
-Russell M. Bauer. PhD, infoumal of the International Neuropsychological Society
90000
9 780195 169300
ISBN 0-19-516930-1
Handbook of Normative Data
for Neuropsychological Assessment
OXFORD
UNIVERSITY PRESS
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Copyright© 2005 by Maura Mitrushina, Kyle B. Boone, Jill Razani, and Louis F. D'Elia
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying. recording, or otherwise,
without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Handbook of normative data for neuropsychological assessment I Maura Mitrushina ... [et al.].-2nd ed.
p. ; em. Includes bibliographical references and indexes.
ISBN-13 978-0-19-516930-0
ISBN 0-19-516930-1
1. Neuropsychological tests-Handbooks, manuals, etc. 2. Reference values
(Medicine)-Handbooks, manuals, etc.
[DNLM: 1. Neuropsychological Tests. 2. Reference Values. WL 141 H23654 2005]
RC386.6.N48M58 2005
616.8'0475-dc22 2004054724
9 8 7 6 5 4 3 2 1
Printed in the United States of America
on acid-free paper
With admiration and gratitude,
we dedicate this book to
those professionals
whose normative research efforts made
this volume possible.

Preface
The Handbook of Nonnative Data for Neu Osterrieth Complex Figure, Hooper Visual
ropsychological Assessment is our attempt to Organization, Visual Form Discrimination,
provide ready access to neuropsychological Judgment of Line Orientation, Ruff Figural
normative data and to evaluate their strengths Fluency, Design Fluency, Tactual Perfor
and weaknesses. Because the interpretation of mance, Wechsler Memory Scale (WMS-R,
test scores profoundly affects the quality and WMS-111, WMS-IIIA), Rey Auditory-Verbal
utility of neuropsychological reports and re Learning, California Verbal Learning, Hopkins
search, we felt that a critical compendium Verbal Learning, WHO-UCLA Auditory Ver
containing most of the available normative bal Learning, CERAD List-Learning, Selec
data for commonly used tests was essential. tive Reminding, Benton Visual Retention,
Before this book's publication, only those Finger Tapping, Grip Strength (Dynamome
lucky individuals with the time or staff to ter), Grooved Pegboard, Category, and Wis
conduct exhaustive library searches or with consin Card Sorting tests.
extensive professional subscription lists could
hope to be aware of more than a few norma
tive reports for any specific test.
ORGANIZATION OF THE BOOK
Although several books cover the intricacies
of administration and scoring procedures for The book contains 25 chapters. The basic
neuropsychological tests and a few contain concepts of normative neuropsychology are
some normative data, no previous volume has addressed in the first three chapters. The first
been exclusively devoted to the presentation chapter provides an introduction to the prac
and discussion of existing normative data for tice and philosophy of neuropsychology as a
specific neuropsychological tests or provided a clinical discipline. The second chapter ex
framework for judging studies that report plores the interface of neuropsychology with
normative data. other professional/clinical disciplines and re
This handbook was written to help guide visits critical issues in neuropsychology. The
the busy clinician, researcher, and graduate third chapter provides an overview of statisti
student to the utility of commonly used neu cal methods and the use of statistical and
ropsychological tests and to the normative methodological concepts in neuropsychology,
data accompanied by critical reviews for history and applications of meta-analysis in
comparison purposes for most of the tests clinical practice, and description of proce
described in this book. The following tests dures for the use of meta-analysis in this book.
have been described: Trailmaking, Color The remaining 22 test chapters review and
Trails, Stroop Color Word Interference, Au present the normative data for specific neu
ditory Consonant Trigrams, Paced Auditory ropsychological tests, which are derived from
Serial Addition, Ruff 2&7, Digit Vigilance, articles and other communications reporting
Boston Naming, Verbal Fluency, Rey- results of normative and clinical comparison
viii PREFACE
studies. These chapters begin with a brief must be reported. Depending on the test admin
ovetview of the history, utility, and psycho istered, other important variables may include
metric properties of the test under discussion, gender, ethnicity/culture, and hand preference.
which indicates whether there are different
versions of the test and/or varying administra Procedural variables address such issues as:
tion procedures. If more than one version of a
test exists, the differences in content, adminis 'What version of the test was adminis-
tration, and scoring are described. We pur tered?"
posely avoided an exhaustive review of the "How was the test administered?"
history and psychometric properties of the tests "How was the test scored?"
because this information is readily available "Did the data reported include mean and
in other Oxford publications, specifically Lezak standard deviation scores?''
et al. (2004) and Spreen and Strauss (1998).
The next part of the test chapters is a sum The next section of each of these chapters
mary of the findings from research that has summarizes the status of the normative data
examined the influence of demographic vari for the test and answers the questions:
ables (e.g., age, education, intellectual level,
gender, ethnicity/culture, handedness) and ad "How many studies are out there?''
ministration procedures on test performance. 'Which versions of the test have been the
The findings from this review highlight the most frequently administered?''
critical variables needed to evaluate the nor 'What demographic characteristics have
mative reports for the test. These critical vari been the most frequently studied?''
ables are broken down into two categories: (1)
subject variables and (2) procedural variables. The next section presents critiques of the
studies, with the strengths and considerations
Subject variables address such issues as: regarding the use of each normative report
discussed in some depth. Data tables are
"How broad are the utilized age group presented in the appendix corresponding to
ranges in data reporting?" each chapter. Each appendix starts with the
data locator table for that chapter, which
Optimally, studies report data across rather discrete summarizes the subject and procedural vari
age groups (e.g., 20-24, 25-29, 30-34, 35--39, 40- ables for each study reviewed in the text, or
44, 45-49, 50-54 years) rather than across one all ganized in ascending chronological order. The
inclusive range (e.g., 20-54 years). table quickly highlights the most appropriate
normative data, given the demographic char
'What is the education and/or IQ of the acteristics of the patient under study, as well
study participants?" as the test administration and scoring criteria
employed. The locator table also indicates
Because education and IQ may have a dramatic the page number on which an extensive crit
impact on test performance, it is important to in ical review of the study can be found in the
clude this information so that data that closely text of the chapter and directs the reader to
match the education and/or IQ of the patient under the corresponding data tables in the appendix.
study can be used. Therefore, readers have the option of reading
the critical review of the normative data for a
'What was the sample size in each of the particular test or simply using the data locator
reported age or age/education categories?" table to rapidly identify the appropriate data
"Is the sample from which data were col set for quick test interpretation.
lected well described?" Several test chapters also include summa
ries of results of the meta-analyses which were
For instance, the age of the subjects and the used to derive the predicted scores for dif
country where the study was conducted always ferent age groups. The tables of predicted